GB 8-2014
Cuyahoga Community College
Liberal Arts Division Metro
Campus
COURSE SYLLABUS
Individuals with Exceptionalities
Instructor: Sharon Calhoun E mail: sharon.calhoun@tri-c.edu
Office Hrs: M-9-5, Wed 1-3
Phone:
216-987-4466
Course Number: EDUC 1411
CRN:
14106
Class Meets: On Line
Room:
On Line
Sem. /Yr: Spring, 2018
Credits:
3
DESCRIPTION OF COURSE:/Catalog Description:
Focus on variety of disabilities, giftedness, and talent among students in educational settings.
Multidisciplinary team process, special needs and services, attitudes toward exceptional students,
minorities, parenting exceptional children, and public laws and policies will be defined and
discussed. One field observation is required.
Lecture Hours: 03 hours Laboratory Hours: 00 hours Prerequisite(s): EDUC 1010
INSTRUCTIONAL MATERIALS:
Gargiulo, Richard. Special Education in Contemporary Society. SAGE Publishing.
OUTCOMES/OBJECTIVES:
Upon successful completion of EDUC 1411-Individuals with Exceptionalities, the student should be
able to:
A. Present current and historic foundations, theories, and philosophies of special education as well as
overviews of current issues.
B. Demonstrate an understanding of definitions, identification procedures, causes, and prevalence of
specific exceptionalities.
C. Demonstrate an understanding of the continuum of placement options and service delivery modules for
students with exceptionalities especially in relation to general education.
D. Demonstrate an understanding of legal issues as well as mandates and legislations regarding the
education of students with exceptionalities.
E. Demonstrate an understanding and knowledge of the similarities and differences in cognitive, physical,
cultural, social, emotional needs among students with and without exceptionalities and the implication
of those for education and living.
F. Demonstrate an understanding and knowledge of etiological factors and differential characteristics of
students with exceptionalities and the educations implications of these characteristics.
G. Present the effects exceptional conditions may have on an individual’s life, including interpersonal
relationships, social/emotional aspects, psychological factors, intellectual functioning, and language
development.
H. Summarize in writing participation in a one-time field observation (the term employed by The Regional
Collaboration for Teacher Education is “field experience”) which has the purpose of providing students
with an opportunity to interact with persons with disabilities, their families, and/or professionals who
provide services to individuals with exceptionalities. These observations may take the form of a one-
time visitation for purposes of observation to such places as schools, agencies, group homes, and the
like, or activities such as interviews. Such observations should be conducted locally, based on
community availability. The observation may also consist of simulations of using equipment and
technologies that assist persons with disabilities.
GB 8-2014
I. Develop an “artifact” to document the knowledge, skills, and attitudes developed during the course.
Examples of such artifacts include, but are not limited to the following:
1. Conduct weekly quests regarding current issues in the education and integration of persons with
exceptionalities
2. Reflect on the field experience through documentation of expectations, observations, challenges,
and surprises. Relate the field experience to information presented through the course.
3. Interview students with exceptionalities, their parents, educations service providers, and/or other
professionals regarding their experiences.
4. Compare observations of different educational settings in which students with disabilities are
taught (such as inclusive/integrated classrooms, self-contained classrooms, special day treatment
schools).
5. Create reports, posters, flyers, or brochures that provide information about exceptionalities.
6. Conduct weekly quests regarding current issues in the education and integration of persons with
exceptionalities
COURSE CONTENT:
A. Issues and Trends related to educational service provision and societal integration of student with
exceptionalities. Current issues and trends will be discussed and delineated in relation to their historical
context, influence, and application.
1. Inclusion (including continuum of placements; arguments for and against full inclusion; models
of mainstreaming such as collaborative consultation; cooperative team teaching)
2. Early intervention
3. Transition from secondary services to adulthood
4. Self-determination/self advocacy
5. Access to technology
6. Discipline issues
B. Strategies, Accommodations, and Modifications of students with specific exceptionalities to
accommodate students’ needs as well as methods of accommodating or modifying instructional,
management, and evaluation processes.
1. Curricular content areas (such as reading, mathematics, language arts)
2. Oral language
3. Comprehension
4. Written expression
5. Study skills
6. Social Behavioral Competencies
C. Parenting in terms of the roles and values of families, as well as approaches to involving family
members in the educational process of children with exceptionalities.
1. Family characteristics (including issues of diversity related to parenting)
2. Individualized Family Service Plans (IFSPs)
3. Effects of disability on families and family members
4. Family-centered approaches
D. Collaboration: Because the education of students with exceptionalities is a team-directed effort, many
professionals from varied backgrounds work together with parents and care-providers to ensure effective
practices are in place. Issues related to collaboration among parents, students, educators, other
educational service providers, and other professionals:
1. Identification and assessment
2. Creating Individualized Education Plans (IEPs)
3. Collaboration methods
4. Roles of Individuals
5. Communication
GB 8-2014
Academic Credit
According to the Ohio Department of Higher Education, one (1) semester hour of college credit will be awarded for
each lecture hour. Students will be expected to work on out–of-class assignments on a regular basis which, over
the length of the course, would normally average two hours of out-of-class study for each hour of formal class
activity. For laboratory hours, one (1) credit shall be awarded for a minimum of three laboratory hours in a standard
week for which little or no out-of-class study is required since three hours will be in the lab (i.e. Laboratory 03
hours). Whereas, one (1) credit shall be awarded for a minimum of two laboratory hours in a standard week, if
supplemented by out-of-class assignments which would normally average one hour of out-of class study preparing
for or following up the laboratory experience (i.e. Laboratory 02 hours). Credit is also awarded for other hours such
as directed practice, practicum, cooperative work experience, and field experience. The number of hours required
to receive credit is listed under Other Hours on the syllabus. The number of credit hours for lecture, lab and other
hours are listed at the beginning of the syllabus. Make sure you can prioritize your time accordingly. Proper
planning, prioritization and dedication will enhance your success in this course.
INSTRUCTOR’S EXPECTATIONS:
Students are expected to read all assigned chapters and be able to discuss the information on discussion board.
Students are also responsible for notes on supplemental information given. In addition, specific class projects may
be required. Students may “specialize in” (choose) a topic from an area of special education and present
information and an activity that gives students an experience in that special education topic. Students are also
expected to complete a field observation outside the classroom pertaining to children with exceptionalities and
share their experiences and artifacts with the class. All students are expected to write about their field observation
experience. Include in your writing an analysis of your experience. Your paper must have some form of
documentation to be accepted for a grade. All students are expected to participate and complete all activities.
ATTENDANCE:
Regular class attendance/participation is required. An instructor may withdraw a student for excessive absence if
the student has missed the equivalent of one week of instruction unless arrangements satisfactory to the instructor
can be made by the student to demonstrate that he/she can make acceptable academic progress. (College Policy)
Three absences (for any reason) will be allowed without penalty. More than three absences will result in a
one grade level reduction for the course for every absence thereafter.
ACCESSIBILITY (ADA) Policy
DISABILITIES ACT:
If you need accommodations because of a documented disability, or issues of accessibility to online, hybrid, or
web-enhanced course classes, please contact the ACCESS office at one the campuses listed below as soon as
possible. Visit on the web at http://www.tri-c.edu/appy/specialinterest/disbilities.
Metro (216) 987-4344
TDD (216) 987-5117
If you have emergency information to share, or if you will need assistance in the event of evacuation, please
discuss this with me in private or contact the Assess Office.
HOMEWORK:
Homework is expected to be completed before class. Assignments will be accepted one (1) week late with a
penalty of less 10%.
ASSIGNMENTS: Assignments will be posted under announcements every Sunday. Assignments are to be
emailed to me by the designated due date to Sharon.Calhoun@tri-c.edu ONLY. Assignments are due by 11:59pm
unless other wised specified. Assignments will be accepted 1 week late with a penalty of minus 10% of original
points. Exams cannot be made up. No exceptions!
There will be a prompt question every week. The prompt question will be posted under discussion board. Your
initial response is due every Wednesday and your peer responses are due Sunday. Points and number of required
peer responses will be posted with prompt question. Discussion board cannot be made up. NO CREDIT WILL
BE GIVEN FOR LATE RESPONSES.
INTELLECTUAL HONESTY: According to the College’s Student Conduct and Academic Honor Code
Policy and Procedure, academic misconduct includes plagiarism and cheating. Students engaging in intellectual
dishonesty will receive a grade of zero for their work.
SUPPLEMENTAL HELP: Quality work is expected. In addition to format and content, assignments are
evaluated for correct grammar, mechanics, punctuation, spelling, diction, and effectiveness. Please have
someone proof read your work.
TECHNOLOGY AND TECHNOLOGY SKILL REQUIREMENTS: You will need basic computer skills
and should be comfortable using a word processing program, browsing your files, coping and pasting between
programs.
You will need a computer that connects to the internet. Your student ID number and password are required for
